Quiz 4

Which of the following do the authors give as a reason teaching economics is an issue of social justice?

• Understanding economics means people can make better use of their money.

• Understanding economics allows people to avoid unscrupulous lenders.

• Understanding economics can give people the chance to engage with decisions that impact their lives.

• Understanding economics can help put everyone on a more equal footing.

Which of the following is a key aspect of marginal analysis?

• Making choices often involves compromises and trade-offs.

• Making choices requires setting clear priorities.

• Making choices is what economics is all about.

• Making choices is necessary because resources are limited.

 In Chapter 5, what do the authors say happens if students are not taught how the economic world operates?

• Students will develop their own theories about how the economic system works

• Students are more likely to make poor economic decisions.

• Students who are taught economic ideas at home will be at an economic advantage.

• Students will not understand marginal analysis.

The authors note that many standards suggest that students understand why we use money. Which of the following is a key idea the authors give for why this is important?

• If students don’t understand money, they might misuse it.

• Money is pervasive and students need to understand it.

• Money can be beneficial for teaching students math.

• As a means of exchange, money is much more efficient than the alternatives.

Which of the following represents what the authors suggest for selecting activities and simulations?

• Teachers should spend time engaging with the lesson plans provided by various Federal Reserve Banks.

• Teachers should locate activities that help students actively engage in economics.

• Teachers should consult the standards and look for reputable resources for appropriate activities.

• Teachers should narrow down their topics to those that are developmentally appropriate for their students.

What do the authors suggest is a key reasons teachers might use economic games and simulations?

• Simulations and games are useful keeping students on task.

• Simulations and games feel like real life with fewer risks.

• Simulations and games are motivating for students and fun for teachers.

• Simulations and games can help students see why they should study economics.

Why do the authors suggest it is important to debrief any classroom simulation?

• Debriefing signals that the activity has come to an end.

• Debriefing is necessary if students are to learn from and remember the experience.

• Debriefing is a critical way of assessing what the student still need to learn.

• Debriefing is important to help students talk about their experience.

According to an anthropological point of view, what is a uniquely human creation that distinguishes humans from animals?

• Creativity

• Culture

• Social Organizations

• Diversity

Which of the following is not an important aspect of culture?

• Ideas about what is polite or rude

• The system of beliefs and values of a society

• The ways in which basic needs are met

• The symphony

What do the authors suggest is an important benefit of teaching anthropology?

• Students can begin to see the familiar as strange.

• Students can learn to do ethnography.

• Students can come to see ways of being as different, not superior or inferior.

• Students can learn to eat food from around the world.